Throughout this unit plan assessment has been conducted through various methods. Some ways in which were to assess formatively, including embedded assessments, as well as summatively testing the students. Assessment is a huge topic that encompasses everything from statewide accountability tests to everyday classroom tests or quizzes. In order to deal with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps of knowledge may occur. I feel to balance the assessment system, both summative and formative assessments are important and fantastic ways of information gathering. If you depend too much on one or the other then the reality of student achievement in your classroom becomes unclear.
When formative assessments are incorporated into the classroom it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure that students achieve targeted standards-based learning goals within a set frame of time. Formative assessment strategies appear in varieties of formats. One distinguishing aspect is to think of formative assessments as "practice." This is where one doesn't hold students accountable in a "grade book fashion" for skills and concepts they have just been introduced to or are learning. We must allow for practice. Another distinction that is used in classifying formative assessment is student involvement. If students are not involved in the assessment process, then formative assessment is not practiced or implemented to its full effectiveness. A huge component of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn.
Some instructional strategies that can be used formatively include the following:
Criteria and Goal Setting- When students are subjected to the overall learning performances for a specific lesson or main topic they are engaged in instruction and the learning process just by creating clear expectations for them. In order to be successful, students need to understand and know the learning target or goal and the criteria for reaching it. (ie: rubrics)
Observations- When observing during class time it can assist teachers in gathering evidence of student learning to help with planning new instruction. This evidence can be recorded and used as feedback for students about their learning.
Questioning Strategies- This approach should be included in lesson/unit planning. Asking thought-out questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. (ie: "exit slip at the end of a class period to evaluate what students learned or had trouble with.)
Self and Peer Assessment- This helps to create a learning community within a classroom. Students who reflect while engaged in metacognitive way of thinking are involved in their learning. When students have been involved in criteria and goal setting, their self-evaluations are a logical step in the learning process.
Student Record Keeping- When implemented or suggested it helps students to better understand their own learning as evidenced by their own classroom work. This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward their learning goal or objective.
Embedded Assessments- Through creation of classroom artifacts pertaining to the lesson being taught it will easily allow for teachers to formatively assess students' understanding.
Cited ways in which I used formative assessment within my unit plan:
Throughout lesson one, Cellular Structure and Function, students were subjected to learning goals and performances for each day. Also, after the completion of one days' lesson and at the start of the next I would also state the objectives met thus far. This was a great example of implementing criteria and goal setting as well as self and peer assessment.
Each lesson within this unit is comprised of engaging and hands-on activities. During this time I was careful to walk around the room and make observations of their work as well as they way they maintained relations during group or lab work. An example of this would be during the "Brain in a Bag" activity and Anatomy of Memory dissection lesson.
In the lesson, Protecting the Brain, I used various methods of inquiry. However, most was conducted in questioning form to help evaluate student understanding.
A way in which that I specifically put self and peer assessment to use was during the Gray Matter Tissue lesson. After research had been conducted students were able to assess their peers based on the information they brought to the class-wide investigation and they ways in which they presented it. I constructed a student assessment rubric so that the students would have a clear and defined way of assessing their peers. Also, by viewing the rubric before they present their own materials they will have an idea of how to elaborate and meet specific goals.
Through 10 days of work within this unit plan students have been mandated to keep their notes and diagrams in a neat and orderly fashion. They have been forewarned that each worksheet, diagram, notes or learning evaluation chart would be of great use when it came time to create study guides. (As well as assess their classroom participation.) I feel that these are ways in which I fulfilled the student record keeping piece of formatively assessing.
A great example of an "embedded assessment" is through the last lesson within this unit plan. Students must create various versions of "head gear" for their egg drop. Besides creating models students must make hypotheses, observations and conclusions about the activity being conducted.
Summative Assessments are ways in which to determine at a particular point whether students understand or do not understand the content being taught by way of measured assessment, or grading. Summative assessment is a means to gauge, at a particular point in time, student learning relative to learning performances and content standards. Although the information that is attained from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because summative testing is spread out and occur after instruction every few weeks or months they are great tools to help evaluate the effectiveness of programs, teaching styles and student understanding. Some examples of summative assessments are as follows:
State assessments
Quizzes
Presentation of major projects
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used student report cards.
Cited ways in which I used summative assessment within my unit plan:
Overall, when a comprehensive assessment program at the classroom level balances formative and summative student learning and achievement information, a clear image emerges regarding where a student is relative to learning targets and standards.
From Cells to Organs
Assessment Plan:
Throughout this unit plan assessment has been conducted through various methods. Some ways in which were to assess formatively, including embedded assessments, as well as summatively testing the students. Assessment is a huge topic that encompasses everything from statewide accountability tests to everyday classroom tests or quizzes. In order to deal with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps of knowledge may occur. I feel to balance the assessment system, both summative and formative assessments are important and fantastic ways of information gathering. If you depend too much on one or the other then the reality of student achievement in your classroom becomes unclear.
When formative assessments are incorporated into the classroom it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure that students achieve targeted standards-based learning goals within a set frame of time. Formative assessment strategies appear in varieties of formats. One distinguishing aspect is to think of formative assessments as "practice." This is where one doesn't hold students accountable in a "grade book fashion" for skills and concepts they have just been introduced to or are learning. We must allow for practice. Another distinction that is used in classifying formative assessment is student involvement. If students are not involved in the assessment process, then formative assessment is not practiced or implemented to its full effectiveness. A huge component of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn.
Some instructional strategies that can be used formatively include the following:
Cited ways in which I used formative assessment within my unit plan:
Summative Assessments are ways in which to determine at a particular point whether students understand or do not understand the content being taught by way of measured assessment, or grading. Summative assessment is a means to gauge, at a particular point in time, student learning relative to learning performances and content standards. Although the information that is attained from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because summative testing is spread out and occur after instruction every few weeks or months they are great tools to help evaluate the effectiveness of programs, teaching styles and student understanding. Some examples of summative assessments are as follows:
Cited ways in which I used summative assessment within my unit plan:
Overall, when a comprehensive assessment program at the classroom level balances formative and summative student learning and achievement information, a clear image emerges regarding where a student is relative to learning targets and standards.
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